Reading Comprehension Strategy - Using Sensory Images
Reading Development Level - 8th grade (Advanced)
Instructional Strategies - Think-alouds, think-pair-share, modeling, nonlinguistic representations, information organizers, and identifying similarities and differences - Excellent (research-based: nonlinguistic representations and identifying similarities and differences - using category matrix graphic organizer)
Lesson Length- The entire unit is anticipated to last six 60-minute sessions. This particular lesson, however, should last 60 minutes. It is the Day Twolesson of the unit.
Overview of the unit - Comprehension plan, logically organized for maximum student engagement, and building content knowledge and skills
Day One - Portraits - General introduction to portraits and historical artworks. Provide students with a checklist to determine whether a work of art is a portrait.
Day Two - Identify sensory images in a new context - Listen to music examples inspired by portraits and view original portraits. View portraits paired with poetry. Students will identify sensory images using a graphic organizer for all formats presented in class. Powerful - multisensory to reinforce using sensory images in bio-poem
Day Three - Bio-poem and research introduction - Introduce the characteristics of a bio-poem, show examples (see Heroes and She-Roes), and distribute bio-poem instruction and rubric packet. Review the research process and useful research tools. Review pathfinder. Develop research questions and begin research.
Day Four - Review of VoiceThread and continue research - Review VoiceThread and introduce the VoiceThread checklist to be used for this unit's final product. Continue researching, paying special attention to sensory images. - Exciting final products - also multisensory!
Day Five - Completion and self-assessment - Students will complete both products (bio-poem and portrait) and begin uploading work to VoiceThread. Students need to self-assess their project with the provided checklists and rubrics.
Day Six - Gallery walk - Students will present their projects and classmates will participate in a virtual gallery walk using the class VoiceThread. Discussion and summative reflection will follow the presentation.
Purpose - The purpose of this unit is to examine how sensory words are derived from portraits and used to create songs and poems. First, students will use a checklist to determine what qualifies as a portrait. Then students will listen to some songs inspired by portraits. Next, students will practice selecting sensory words from both poems and songs paired with portraits. Afterward, students will use a pathfinder to research and select a significant figure from the 21st-century of whom to create a bio-poem using sensory words selected from their research. A final presentation will display each artwork with a sound recording of the original bio-poem read by each student author.
Objectives
By the end of this unit, students will be able to
identify the characteristics of a portrait
identify and classify sensory words in text and music using a graphic organizer
make inferences and gather meaning from a variety of sources
synthesize their learning through the creation of a bio-poem that conveys sensory details and a portrait of a significant figure from the 21st-century
Resources, Materials, and Equipment
Children’s or Young Adult Literature (fiction and informational books)
Lewis, J. Patrick. Heroes and She-roes: Poems of Amazing and Everyday Heroes. Ill. by Jim Cooke. New York: Dial Books for Young Readers, 2005. ISBN: 978-0803729254
Websites (including pathfinders) -Wow! This is an especially rich selection and collection of resources. I learned a great deal from your paired portraits and music table! Your Gabrielle "Gabby" Giffords example is expressive and rich with sensory images (including smell!). Your sample made me think that students may be able to effectively accomplish this project in partners - a shared poem, two narrators, and two portraits to show different interpretations! Just a thought...
Both educators will demonstrate the importance of connecting sensory images in music and poetry to portraits. They model classifying sensory images and how to distinguish portraits from other types of art through think-alouds, as well how individuals may respond differently to art, poetry, and music. Both educators will model how to identify similarities and differences of the images presented in the portraits, music, and poetry. They will also both take responsibility for monitoring and supporting individual student research and of the VoiceThread creation. At the end of the project both educators will share responsibility for assessing the bio-poem and final VoiceThread product. Brava!
Assessment
The students' graphic organizers, poems, portraits, and VoiceThreads show the process and results of their learning. Students will self-assess using both the Portrait Checklist and the VoiceThread Checklist, as well as the rubrics for both the bio-poem and the portrait.
Standards (from the TEKS or other state standards)
Reading and/or writing
TEKS Language Arts, Grade 8
8 Reading/Comprehension of Literary Text/Sensory Language. Students understand, make inferences and draw conclusions about how an author’s sensory language creates imagery in literary text and provide evidence from text to support their understanding.
Listening and speaking
TEKS Language Arts, Grade 8
(b) (27) Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions of language. Students will continue to apply earlier standards with greater complexity. Students are expected to advocate a position using anecdotes, analogies, and/or illustrations, and use eye contact, speaking rate, volume, enunciation, a variety of natural gestures, and conventions of language to communicate ideas effectively.
Other content areas
TEKS Art, Grade 8
1(A) illustrate ideas from direct observation, imagination, and personal experience and from experiences at school and community events
2(C) select appropriate art materials and tools to interpret subjects or themes when producing drawings, paintings, prints, sculptures, ceramics, fiberart, photography/film making, and electronic media-generated art, traditionally and experimentally
4(A) analyze with the teacher or peers personal artworks in progress, using critical attributes, and participate in individual and group critiques
TEKS Social Studies, Grade 8
23(D) analyze the contributions of people of various racial, ethnic, and religious groups to our national identity
26(B) identify examples of American art, music, and literature that reflect society in different eras
Educational technology
Texas Essential Knowledge and Skills for Technology Applications: Middle School
7(D) demonstrate proficiency in the use of multimedia authoring programs by creating linear or non-linear projects incorporating text, audio, video, and graphics
Information literacy (or AASL Indicators)
AASL Standard 1: Inquire, think critically, and gain knowledge.
1.1 Skills.
1.1.2 Use prior and background knowledge as context for new learning.
1.1.6 Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning.
AASL Standard 1: Inquire, think critically, and gain knowledge.
1.4 Self-Assessment Strategies.
1.4.1 Monitor own information-seeking processes for effectiveness and progress, and adapt as necessary.
AASL Standard 2: Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge. Especially strong in your unit. If I had to choose just one AASL indicator, this would be it.
2.1 Skills.
2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that express new understandings.
AASL Standard 3: Share knowledge and participate ethically and productively as members of our democratic society.
3.1 Skills.
3.1.3 Use writing and speaking skills to communicate new understandings effectively.
AASL Standard 4: Pursue personal and aesthetic growth.
4.1 Skills.
4.1.1 Read, view, and listen for pleasure and personal growth.
AASL Standard 4: Pursue personal and aesthetic growth.
4.4 Self-Assessment Strategies.
4.4.1 Identify own areas of interest.
Implementation
Process
Motivation
The music chosen for this lesson has been specifically chosen with middle school students in mind. The music is a mix of both contemporary and classic artists, as well as it encompasses a variety of genres. During this lesson, both educators will model their personal reaction to the music and paired portraits, demonstrating that different opinions are okay. They will both model their thought process during the think-aloud, as well as model the types of connections that can be made between visual and musical works. This will help to create the feeling that students are in a safe environment where their opinions and reactions are valued and respected. Excellent
Additionally, the culminating project of the unit allows students to choose the 21st-century figure that they feel has contributed to American history, society, and/or culture. By placing the responsibility to select a key contemporary figure in the hands of each student, he or she has the opportunity to connect with and acquire deeper knowledge about someone he or she thinks is meaningful. Both educators will encourage students to choose a figure that is significant to the student. Provided the figure is able to be researched and meets the criteria (contribution to U.S. and from 21st-century), the sky is the limit in regards to choice. Agreed
Student-friendly objectives
Students will:
identify portraits
identify and classify sensory words in text and music using a graphic organizer
show their learning through the creation of a bio-poem that has both sensory details and a portrait of a significant figure from the 21st-century
Presentation
Ms. Alonzo will review the characteristics of a portrait using a familiar example (i.e. Mona Lisa) and the Portrait Checklist while Ms. Hunt loads the music clips. Then the educators will continue to model the process using think-alouds. Both educators will take turns defining and discussing what sensory words are, how they are derived from texts, and how they can be applied to create lyrics and poetry. Using the same image of the Mona Lisa, one educator will play the two songs inspired by the portrait. A discussion will follow in which both educators will examine the similarities and differences between the songs. Next, educators will monitor and guide students as they view the remaining artworks, listen to the paired songs, and identify which sensory words were used by sorting their responses into categories on the graphic organizer. Finally, students will identify and chart the sensory words derived from the artworks and paired poetry in the table using the graphic organizer. Students may indicate which sensory words are the strongest by highlighting them.
Student participation procedure
1. Students will raise their hand to suggest a sensory word or phrase.
2. Students will categorize sensory words for artworks and paired texts using the graphic organizer.
Students will politely and attentively listen (!) to each song inspired by a portrait whilst viewing the portrait. Students will be encouraged to think carefully about how the song's author(s) garnered inspiration and ideas from the original portraits to create the song. Students will then practice identifying sensory words and images by comparing portraits with selected, related texts.
or Student practice procedures
Guided practice
Both educators will guide students in determining sensory words when needed and monitor students' suggestions, discussion, and completion of the graphic organizer.
Closure
Students will be asked to voluntarily share the sensory words written in their graphic organizers. Students may also use think-pair-share to compare their responses in the graphic organizer. As a class, students will orally reflect on their learning and prepare to apply using sensory words for the next part of the unit. Good - effective, active closure
Reflection(This may be too many for one lesson. Can you pare this down to two or three?)
How did listening to the songs facilitate understanding of sensory word use in writing and literature?
How did the graphic organizer contribute to our understanding of how sensory words relate between works?
How did analyzing the sensory words used in lyrics and poetry help us to better understand the selected artworks?
Was the sensory word connection between artworks and written works evident?
Why do writers use sensory images?
How do a portrait and text combine to create a deeper meaning?
Extensions (Moreillon 15, 17) - All of your extensions are worth considering; they call further the content, strategies, and tool use you have begun in the above unit. They all present further opportunities for coplanning and coteaching!
Continue a study into the significance of the contributions of notable 21st-Century figures specifically focusing on their impact on American society, culture, politics or the economy. Final products of further study could include a research paper or animated video presentation made using Xtranormal.
Examine a historical artwork depicting a significant event. Research the event using primary and secondary source documents to obtain a better understanding of the event's historical importance. Write a story explaining what is occurring in the artwork and incorporate facts from non-fiction resources.
Study a number or portraits of the same individual throughout his or her life and explain how his or her image has evolved over time. Tell what the connection is between the artist's depiction of him or her and what is known about their life at the time.
Apply new understanding of the use of sensory words to other subjects. Practice selecting and sorting sensory words in everyday academic and leisure reading.
Lesson Plan Template Moreillon, J.. Collaborative Strategies for Teaching Reading Comprehension: Maximizing Your Impact. Chicago: ALA Editions, 2007.
Moreillon, Judi. Coteaching Reading Comprehension Strategies in Secondary School Libraries: Maximizing Your Impact. Chicago: ALA Editions, 2012.
Works Cited
American Library Association. "Standards for the 21st-Century Learner." AASL Standards for the 21st-Century Learner. American Association of School Libraries, n.d. Web. 29 Nov. 2012. <www.ala.org/aasl/sites/ala.org.aasl/files/content/guidelinesandstandards/learningstandards/AASL_LearningStandards.pdf>.
Lesson plan authors: Liliana Alonzo and Jerusha Hunt
Links to previous collaborative parts of the lesson:
Lesson Plan Deconstruction Page
Collaborative Lesson Plan Page
Important links pertaining to the actual lesson:
Paired art and text chart
Paired music and art chart
Biography Pathfinder
Planning
Reading and/or writing
8 Reading/Comprehension of Literary Text/Sensory Language. Students understand, make inferences and draw conclusions about how an author’s sensory language creates imagery in literary text and provide evidence from text to support their understanding.
Listening and speaking
(b) (27) Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions of language. Students will continue to apply earlier standards with greater complexity. Students are expected to advocate a position using anecdotes, analogies, and/or illustrations, and use eye contact, speaking rate, volume, enunciation, a variety of natural gestures, and conventions of language to communicate ideas effectively.
Other content areas
1(A) illustrate ideas from direct observation, imagination, and personal experience and from experiences at school and community events
2(C) select appropriate art materials and tools to interpret subjects or themes when producing drawings, paintings, prints, sculptures, ceramics, fiberart, photography/film making, and electronic media-generated art, traditionally and experimentally
4(A) analyze with the teacher or peers personal artworks in progress, using critical attributes, and participate in individual and group critiques
23(D) analyze the contributions of people of various racial, ethnic, and religious groups to our national identity
26(B) identify examples of American art, music, and literature that reflect society in different eras
Educational technology
7(D) demonstrate proficiency in the use of multimedia authoring programs by creating linear or non-linear projects incorporating text, audio, video, and graphics
Information literacy (or AASL Indicators)
1.1 Skills.
1.1.2 Use prior and background knowledge as context for new learning.
1.1.6 Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning.
1.4 Self-Assessment Strategies.
1.4.1 Monitor own information-seeking processes for effectiveness and progress, and adapt as necessary.
2.1 Skills.
2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that express new understandings.
3.1 Skills.
3.1.3 Use writing and speaking skills to communicate new understandings effectively.
4.1 Skills.
4.1.1 Read, view, and listen for pleasure and personal growth.
4.4 Self-Assessment Strategies.
4.4.1 Identify own areas of interest.
Implementation
- Process
- Motivation
- The music chosen for this lesson has been specifically chosen with middle school students in mind. The music is a mix of both contemporary and classic artists, as well as it encompasses a variety of genres. During this lesson, both educators will model their personal reaction to the music and paired portraits, demonstrating that different opinions are okay. They will both model their thought process during the think-aloud, as well as model the types of connections that can be made between visual and musical works. This will help to create the feeling that students are in a safe environment where their opinions and reactions are valued and respected. Excellent
- Additionally, the culminating project of the unit allows students to choose the 21st-century figure that they feel has contributed to American history, society, and/or culture. By placing the responsibility to select a key contemporary figure in the hands of each student, he or she has the opportunity to connect with and acquire deeper knowledge about someone he or she thinks is meaningful. Both educators will encourage students to choose a figure that is significant to the student. Provided the figure is able to be researched and meets the criteria (contribution to U.S. and from 21st-century), the sky is the limit in regards to choice. Agreed
- Student-friendly objectives
- Students will:
- identify portraits
- identify and classify sensory words in text and music using a graphic organizer
- show their learning through the creation of a bio-poem that has both sensory details and a portrait of a significant figure from the 21st-century
- Presentation
- Ms. Alonzo will review the characteristics of a portrait using a familiar example (i.e. Mona Lisa) and the Portrait Checklist while Ms. Hunt loads the music clips. Then the educators will continue to model the process using think-alouds. Both educators will take turns defining and discussing what sensory words are, how they are derived from texts, and how they can be applied to create lyrics and poetry. Using the same image of the Mona Lisa, one educator will play the two songs inspired by the portrait. A discussion will follow in which both educators will examine the similarities and differences between the songs. Next, educators will monitor and guide students as they view the remaining artworks, listen to the paired songs, and identify which sensory words were used by sorting their responses into categories on the graphic organizer. Finally, students will identify and chart the sensory words derived from the artworks and paired poetry in the table using the graphic organizer. Students may indicate which sensory words are the strongest by highlighting them.
- Student participation procedure
- 1. Students will raise their hand to suggest a sensory word or phrase.
- 2. Students will categorize sensory words for artworks and paired texts using the graphic organizer.
- Students will politely and attentively listen (!) to each song inspired by a portrait whilst viewing the portrait. Students will be encouraged to think carefully about how the song's author(s) garnered inspiration and ideas from the original portraits to create the song. Students will then practice identifying sensory words and images by comparing portraits with selected, related texts.
orStudent practice procedures
Lesson Plan Template
Moreillon, J.. Collaborative Strategies for Teaching Reading Comprehension: Maximizing Your Impact. Chicago: ALA Editions, 2007.
Moreillon, Judi. Coteaching Reading Comprehension Strategies in Secondary School Libraries: Maximizing Your Impact. Chicago: ALA Editions, 2012.
Works Cited
American Library Association. "Standards for the 21st-Century Learner." AASL Standards for the 21st-Century Learner. American Association of School Libraries, n.d. Web. 29 Nov. 2012. <www.ala.org/aasl/sites/ala.org.aasl/files/content/guidelinesandstandards/learningstandards/AASL_LearningStandards.pdf>.
Texas Education Agency. "Chapter 126. Texas Essential Knowledge and Skills for Technology Applications." Texas Education Agency. TEA, 1 Sept. 1998. Web. 29 Nov. 2012. <http://ritter.tea.state.tx.us/rules/tac/ch126.html#s12612>.
Texas Education Agency. "Chapter 117. Texas Essential Knowledge and Skills for Fine Arts." Texas Education Agency. TEA, 1 Sept. 1998. Web. 29 Nov. 2012. <ritter.tea.state.tx.us/rules/tac/ch117.html>.
Texas Education Agency. "Texas Education Agency - STAAR™ Assessed Curriculum." Texas Education Agency - Welcome. TEA, 8 June 2012. Web. 29 Nov. 2012. <http://www.tea.state.tx.us/student.assessment/staar/ac/>.